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題名 落後地區學齡前教育學校建立規劃書
IMPCT: Early childhood education in urban slums作者 艾安禮
Escobar, Andres貢獻者 尚孝純
Shang, Shandi
艾安禮
Escobar, Andres關鍵詞 童齡教育
都市貧民窟
社會企業
安親班
Early Childhood Education
urban slums
social enterprise
educational daycares日期 2015 上傳時間 13-七月-2015 11:11:36 (UTC+8) 摘要 落後地區學齡前教育學校建立規劃書
Right at this moment, there are more than a hundred million kids under the age of six living in urban slums worldwide that are not receiving quality education. Research has shown that early childhood education (E.C.E.) from zero to six years is the critical and unmet need of this century. NGOs, governments and the private sector efforts have not been enough to solve this challenge. Social enterprises may be an effective option to address this issue. Four students in the International Master of Business Administration program of National Chengchi University decided to tackle this issue and create a social enterprise called IMPCT. Social enterprises are nonprofit or for-profit business ventures that strive to achieve a quantifiable double bottom line of financial and social returns. These ventures are financially self-sufficient. IMPCT is built on the idea that the only viable solution to the problem of urban slum early childhood education is having safe and nurturing facilities for children to flourish in. This is currently how the developed world handles early childhood education. More privileged families can take their newborns and babies to professional facilities where they get cognitive development and proper brain stimulations. IMPCT plans to make this privilege accessible to everyone in urban slums. Real ECE facilities will be built within the community for the community by the community. The kids will receive the proper quality education and nutrition in a safe and nurturing environment. IMPCT plans to begin the operations in August 2015 by building the first pilot school in the slums of San Salvador, El Salvador. The ultimate goal is to expand to the Central American countries, Mexico and South America reaching millions of children in the next decade.參考文獻 1. Michelle Kaffenberger. The Daily Signal: Slum Dwellers in India Save for Private Schooling. Retrieved from http://dailysignal.com/2012/04/11/slum-dwellers-in-india-save-for-private-schooling2. Ross Baird. A Report for Gray Matters Capital: Private Schools for the Poor, Development, Provision, and Choice in India. Retrieved May 2009 from http://www.dise.in/Downloads/Use%20of%20Dise%20Data/Ross%20Baird.pdf3. Mario Machado (2014). The Huffington Post: The Privilege of Doing Development Work: Voluntourist and Its Limitations. Retrieved from http://www.huffingtonpost.com/mario-machado/the-privilege-of-doing-de_b_4832836.html4. Sebastien Turbot. World Economic Forum: Has the education innovation bubble popped? Retrieved from https://agenda.weforum.org/2015/05/has-the-education-innovation-bubble-popped/5. James Tooley (2005). Education Next: Private Schools for the Poor. Vol.5, No.4. Retrieved from http://educationnext.org/privateschoolsforthepoor/6. Francis Wardle (2000). Earlychildhood News: The Role of Technology in Early Childhood Programs. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=3027. Freire, Paulo (1970). Pedagogy of the oppressed8. Pelo, Ann (2008). Rethinking Early Childhood Education9. Sandra Smidt (2014). Introducing Freire: A Guide for Students, Teachers and Practitioners10. Souto-Manning, Mariana (2010). Freire, Teaching, and Learning: Freire, Teaching, and Learning: Culture Circles Across Contexts11. Schweinhart, L. J. (2005). www.oecd.org. Retrieved September 15, 2014, from http://www.oecd.org/education/school/48980282.pdf 12. Alloway, N. (1995). Foundation stones: The construction of gender in early childhood. Melbourne: Curriculum Corporation.13. Narahara, M. (1998). Gender stereotypes in children’s picture books. ERIC14. Sales, E., Spjeldnes, S., & Koeshe, G. (2010). Teacher support as a buffer between interparental conflict and child social skills. Early Childhood Development and Care15. Highscope Preschool Key Developmental Indicators (KDIs), retrieved January 10th, 2015 from http://www.highscope.org/Content.asp?ContentId=56616. Kilderry, Anna (2004). Critical Pedagogy: A Useful Framework for Thinking about Early Childhood Curriculum. Australian Journal of Early Childhood , Vol. 29, No. 417. Cities Alliance (2011). The Case for Incremental Housing. Cities Alliance Policy Research and Working Papers Series No.118. Afzal Habib. Kidogo: Child Care Franchises in Urban Slums. Open IDEO 2014. https://openideo.com/challenge/womens-safety/funded-impact/kidogo-mama-preneur-microfranchising 19. UN-Habitat (2003). Security of land tenure. Retrieved December 2014 from: http://ww2.unhabitat.org/programmes/landtenure/documents/security_of_land_tenure.pdf20. Cities Alliance. About Slum Upgrading. Retrieved February 1st 2015 from: http://www.citiesalliance.org/About-slum-upgrading#What_land_rights_or_secure_tenure21. http://www.unicef.org/eapro/EN-FINAL_FULL_REPORT.pdf22. Data on the graph is extrapolated from several sources: (1) the Lancet Child Development Series report (2) 2005 and 2015 population reports from the UN 23. http://www.worldbank.org/en/topic/poverty/overview 24. http://www.unesco.org/education/poverty/news.shtml 25. EFA GMAR, UNESCO, p.8 http://unesdoc.unesco.org/images/0019/001902/190214e.pdf 26. EFA GMAR, UNESCO, http://unesdoc.unesco.org/images/0019/001902/190214e.pdf 27. EFA GMAR ,UNESCO, p.7 http://unesdoc.unesco.org/images/0019/001902/190214e.pdf 28. http://www.acgov.org/ece/documents/economic_investment_funding. pdf 29. http://www.unicef.org/education/files/QualityEducation.PDF 30. http://grahamscharf.com/early-childhood-recommended-resources/ 31. P. Levitt (2009), http://developingchild.harvard.edu/index.php/download_file/-/view/1110/ 32. http://developingchild.harvard.edu/resources/multimedia/interactive_features/coreconcepts/33. http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTCY/EXTECD/0,,contentMDK:20260280~menuPK:524346 ~pagePK:148956~piPK:216618~theSitePK:344939,00.html 34. http://siteresources.worldbank.org/EDUCATION/Resources/ESSU/Education_Strategy_4_12_2011.pdf 35. http://www.healthofchildren.com/E-F/Early-Childhood-Education.html 36. http://www.education.com/reference/article/Ref_What_Early_Childhood/ 37. http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/ 38. http://centerforeducation.rice.edu/slc/LS/30MillionWordGap.html 39. Schweinhart, L. J. et. Al. (2005), http://www.oecd.org/education/school/48980282.pdf 40. http://centerforeducation.rice.edu/slc/LS/30MillionWordGap.html 41. EFA GMR 2012 table 10, p391 http://unesdoc.unesco.org/images/0021/002180/218003e.pdf 42. http://www.theguardian.com/teacher-network/teacher-blog/2013/sep/17/teaching-favela-schooling-street-childrenpedagigy-neuroscience-achievement-gap 描述 碩士
國立政治大學
國際經營管理英語碩士學位學程(IMBA)
102933055
103資料來源 http://thesis.lib.nccu.edu.tw/record/#G0102933055 資料類型 thesis dc.contributor.advisor 尚孝純 zh_TW dc.contributor.advisor Shang, Shandi en_US dc.contributor.author (作者) 艾安禮 zh_TW dc.contributor.author (作者) Escobar, Andres en_US dc.creator (作者) 艾安禮 zh_TW dc.creator (作者) Escobar, Andres en_US dc.date (日期) 2015 en_US dc.date.accessioned 13-七月-2015 11:11:36 (UTC+8) - dc.date.available 13-七月-2015 11:11:36 (UTC+8) - dc.date.issued (上傳時間) 13-七月-2015 11:11:36 (UTC+8) - dc.identifier (其他 識別碼) G0102933055 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/76449 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 國際經營管理英語碩士學位學程(IMBA) zh_TW dc.description (描述) 102933055 zh_TW dc.description (描述) 103 zh_TW dc.description.abstract (摘要) 落後地區學齡前教育學校建立規劃書 zh_TW dc.description.abstract (摘要) Right at this moment, there are more than a hundred million kids under the age of six living in urban slums worldwide that are not receiving quality education. Research has shown that early childhood education (E.C.E.) from zero to six years is the critical and unmet need of this century. NGOs, governments and the private sector efforts have not been enough to solve this challenge. Social enterprises may be an effective option to address this issue. Four students in the International Master of Business Administration program of National Chengchi University decided to tackle this issue and create a social enterprise called IMPCT. Social enterprises are nonprofit or for-profit business ventures that strive to achieve a quantifiable double bottom line of financial and social returns. These ventures are financially self-sufficient. IMPCT is built on the idea that the only viable solution to the problem of urban slum early childhood education is having safe and nurturing facilities for children to flourish in. This is currently how the developed world handles early childhood education. More privileged families can take their newborns and babies to professional facilities where they get cognitive development and proper brain stimulations. IMPCT plans to make this privilege accessible to everyone in urban slums. Real ECE facilities will be built within the community for the community by the community. The kids will receive the proper quality education and nutrition in a safe and nurturing environment. IMPCT plans to begin the operations in August 2015 by building the first pilot school in the slums of San Salvador, El Salvador. The ultimate goal is to expand to the Central American countries, Mexico and South America reaching millions of children in the next decade. en_US dc.description.tableofcontents 1. Needs and current situation 11.1. Early Childhood Education 11.2. Current Situation 31.2.1. Micro: Early Childhood development 31.2.2. Macro: the missing link 41.3. Business Opportunity 51.3.1. Micro: Social Enterprises 51.3.2. Macro: Impact Investment Platform 62. Company overview 72.1. Mission 82.2. Vision 82.3. Objectives 82.3.1. Main Objective 82.3.2. Specific Objectives 82.4. Key success factors 92.5. Brand and service overview 112.5.1. IMPCT - Bringing the Necessary Capital: Human 112.5.2. IMPCT - Bringing the Necessary Capital: Knowledge (Building Solution) 122.5.3. IMPCT - Bringing the Necessary Capital: Knowledge (Curriculum) 132.5.4. IMPCT - Bringing the Necessary Capital Financial: Capital (Microequity) 152.5.5. The IMPCT Platform: A Revolutionary Microequity Platform 162.6. Logo 183. Organization structure 193.1. Legal entity 193.2. Governance 214. People 234.1. The IMPCT team 234.2. Key Personnel 254.3. Mentors 274.4. Supporters/partners 284.5. Organizational chart 295. Marketing Plan 305.1. Market Analysis 305.1.1. Current Market Situation 305.1.2. Target Market: characteristics and needs 325.2. Marketing Strategy 335.2.1. Product (service) 335.3. Pricing 345.3.1. Placement 345.3.2. Promotion 365.4. Crowdfunding Campaign 375.4.1. Indiegogo 375.4.2. Strategy 385.4.3. Results 396. Competitive Analysis 426.1. Competitors 426.2. Alternatives 447. Social Impact assessment 477.1. Social impact 477.2. Assessment 478. Risks 508.1. Major risks 508.2. How they are mitigated 519. Conclusion 5510. Bibliography 56 zh_TW dc.format.extent 2705742 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0102933055 en_US dc.subject (關鍵詞) 童齡教育 zh_TW dc.subject (關鍵詞) 都市貧民窟 zh_TW dc.subject (關鍵詞) 社會企業 zh_TW dc.subject (關鍵詞) 安親班 zh_TW dc.subject (關鍵詞) Early Childhood Education en_US dc.subject (關鍵詞) urban slums en_US dc.subject (關鍵詞) social enterprise en_US dc.subject (關鍵詞) educational daycares en_US dc.title (題名) 落後地區學齡前教育學校建立規劃書 zh_TW dc.title (題名) IMPCT: Early childhood education in urban slums en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) 1. Michelle Kaffenberger. The Daily Signal: Slum Dwellers in India Save for Private Schooling. Retrieved from http://dailysignal.com/2012/04/11/slum-dwellers-in-india-save-for-private-schooling2. Ross Baird. A Report for Gray Matters Capital: Private Schools for the Poor, Development, Provision, and Choice in India. Retrieved May 2009 from http://www.dise.in/Downloads/Use%20of%20Dise%20Data/Ross%20Baird.pdf3. Mario Machado (2014). The Huffington Post: The Privilege of Doing Development Work: Voluntourist and Its Limitations. Retrieved from http://www.huffingtonpost.com/mario-machado/the-privilege-of-doing-de_b_4832836.html4. Sebastien Turbot. World Economic Forum: Has the education innovation bubble popped? Retrieved from https://agenda.weforum.org/2015/05/has-the-education-innovation-bubble-popped/5. James Tooley (2005). Education Next: Private Schools for the Poor. Vol.5, No.4. Retrieved from http://educationnext.org/privateschoolsforthepoor/6. Francis Wardle (2000). Earlychildhood News: The Role of Technology in Early Childhood Programs. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=3027. Freire, Paulo (1970). Pedagogy of the oppressed8. Pelo, Ann (2008). Rethinking Early Childhood Education9. Sandra Smidt (2014). Introducing Freire: A Guide for Students, Teachers and Practitioners10. Souto-Manning, Mariana (2010). Freire, Teaching, and Learning: Freire, Teaching, and Learning: Culture Circles Across Contexts11. Schweinhart, L. J. (2005). www.oecd.org. Retrieved September 15, 2014, from http://www.oecd.org/education/school/48980282.pdf 12. Alloway, N. (1995). Foundation stones: The construction of gender in early childhood. Melbourne: Curriculum Corporation.13. Narahara, M. (1998). Gender stereotypes in children’s picture books. ERIC14. Sales, E., Spjeldnes, S., & Koeshe, G. (2010). Teacher support as a buffer between interparental conflict and child social skills. Early Childhood Development and Care15. Highscope Preschool Key Developmental Indicators (KDIs), retrieved January 10th, 2015 from http://www.highscope.org/Content.asp?ContentId=56616. Kilderry, Anna (2004). Critical Pedagogy: A Useful Framework for Thinking about Early Childhood Curriculum. Australian Journal of Early Childhood , Vol. 29, No. 417. Cities Alliance (2011). The Case for Incremental Housing. Cities Alliance Policy Research and Working Papers Series No.118. Afzal Habib. Kidogo: Child Care Franchises in Urban Slums. Open IDEO 2014. https://openideo.com/challenge/womens-safety/funded-impact/kidogo-mama-preneur-microfranchising 19. UN-Habitat (2003). Security of land tenure. Retrieved December 2014 from: http://ww2.unhabitat.org/programmes/landtenure/documents/security_of_land_tenure.pdf20. Cities Alliance. About Slum Upgrading. Retrieved February 1st 2015 from: http://www.citiesalliance.org/About-slum-upgrading#What_land_rights_or_secure_tenure21. http://www.unicef.org/eapro/EN-FINAL_FULL_REPORT.pdf22. Data on the graph is extrapolated from several sources: (1) the Lancet Child Development Series report (2) 2005 and 2015 population reports from the UN 23. http://www.worldbank.org/en/topic/poverty/overview 24. http://www.unesco.org/education/poverty/news.shtml 25. EFA GMAR, UNESCO, p.8 http://unesdoc.unesco.org/images/0019/001902/190214e.pdf 26. EFA GMAR, UNESCO, http://unesdoc.unesco.org/images/0019/001902/190214e.pdf 27. EFA GMAR ,UNESCO, p.7 http://unesdoc.unesco.org/images/0019/001902/190214e.pdf 28. http://www.acgov.org/ece/documents/economic_investment_funding. pdf 29. http://www.unicef.org/education/files/QualityEducation.PDF 30. http://grahamscharf.com/early-childhood-recommended-resources/ 31. P. Levitt (2009), http://developingchild.harvard.edu/index.php/download_file/-/view/1110/ 32. http://developingchild.harvard.edu/resources/multimedia/interactive_features/coreconcepts/33. http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTCY/EXTECD/0,,contentMDK:20260280~menuPK:524346 ~pagePK:148956~piPK:216618~theSitePK:344939,00.html 34. http://siteresources.worldbank.org/EDUCATION/Resources/ESSU/Education_Strategy_4_12_2011.pdf 35. http://www.healthofchildren.com/E-F/Early-Childhood-Education.html 36. http://www.education.com/reference/article/Ref_What_Early_Childhood/ 37. http://www.unesco.org/new/en/education/themes/strengthening-education-systems/early-childhood/ 38. http://centerforeducation.rice.edu/slc/LS/30MillionWordGap.html 39. Schweinhart, L. J. et. Al. (2005), http://www.oecd.org/education/school/48980282.pdf 40. http://centerforeducation.rice.edu/slc/LS/30MillionWordGap.html 41. EFA GMR 2012 table 10, p391 http://unesdoc.unesco.org/images/0021/002180/218003e.pdf 42. http://www.theguardian.com/teacher-network/teacher-blog/2013/sep/17/teaching-favela-schooling-street-childrenpedagigy-neuroscience-achievement-gap zh_TW
